Fifth Grade Week Lesson Guide
Common Core Standard:
RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
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W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Objective: I can describe the qualities of a character based on inferences and evidence in the text.
Whole Group
Modeling & Practice
Introduction:
Using a common text such as the class read aloud or picture book, put up a
picture or book cover with one of the main characters name on the
SmartBoard. On the second slide of the SmartBoard lesson, put up an example
of a web for the students. In the reading notebook, students will each draw the
web and begin to describe the chosen character. After a few minutes, the
students will pair share the words they have chosen and the reason for
choosing each word. Point out to the students that they may have a difficult
time coming up with specific words to describe the character at this point.
Introduce the I can statement for today’s lesson.
Modeling & Practice:
Instruct students to leave reading notebooks on desk to be finished after
today’s lesson. The students will meet on the floor by an anchor chart. Prepare
the anchor chart before the lesson by drawing the diagram that is on the link
below. Title the chart “Characterization.” Tell students that as I read the picture
book, they will learn various ways to describe a character. Start the discussion
with what the title of the chart means. Explain the chart and the 5 ways they
can learn about the character (appearance, actions, words, thoughts/feelings,
and opinions of others) so that students can be thinking throughout the book.
Independent Practice/
Guided Instruction
Independent Practice:
During free reading time (while guided reading groups are being met with),
students will pick one strong character from their independent chapter
books. Have them create a web in their reading notebook for this character.
As they read, add descriptions of the character using the five ways taught in
the lesson. If students have things to add from earlier in the book, that is fine
as well.
Fifth Grade Week Lesson Guide
Use a picture book such as Mr. Peabody’s Apples, Miss Alanieus, or one of your
choice with a strong character. Your librarian may have suggestions as well.
Prior to the lesson, mark several stopping points in which you can discuss one
of the 5 ways to describe a character. Model finding characterization by
reading and thinking aloud throughout the text. After the reading, the students
will use a sticky note to describe the character through one of the 5 ways that
were discussed. Walk around and listen as students share their findings with a
partner. Choose students to put their sticky note on the chart to share with the
whole group (one for each category). Those who still have their sticky notes will
put them in their reading notebook. Move students back to their desks and
reading notebooks. Give them time to add to their initial character web using
the five ways to talk about a character. Return to the Smartboard slide with the
web outline. Ask students to share how they described the character by filling
out the web on the Smartboard.
http://newsletter.schoolbox.com/2009/09/08/graphic-organizers-stickman-to-the-rescue/
Guided Instruction:
Use leveled graphic organizers such as the examples below with guided
reading groups. Re-teach concepts from mini-lesson if students are not
confident finding ways to talk about characters. Allow students who are on
target time to practice with your support and encouragement. Challenge
advanced groups by having them explain qualities they inferred instead of just
finding in the text.
http://www.dubois.cps.k12.il.us/PDFs/character_study.pdf
(several choices and levels here)
http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf
(the man like on the anchor chart)
http://freeology.com/wp-content/files/characterization2.pdf
Move to independent practice and pulling guided reading groups.
Assessment:
-sticky notes with examples
-circulating and listening to pair share discussions
-character web in reading notebook
-graphic organizers from guided reading groups
-web for character from student’s independent chapter book in reading notebook
-writing piece
Writing Connection:
Each student draws a notecard with an adjective (bossy, intelligent…) on it. They must write a narrative paragraph in which their main character portrays the
adjective on the card. They may not ever say the adjective in the paragraph. After writing and revising, trade paragraphs with a partner. Partners need to then
write a list of words that describe the character (using the five ways on the anchor chart). The author will check to see if their partner identified the word on
their card. If not, have the partners discuss what could have been changed to make the adjective more clear.
Possible Next Teaching Points:
-How do we use inferring when we describe characters? (review the meaning of inferring and the formula: prior knowledge + text clues = inference)
-Use evidence from the text to support the words you choose to describe a character.
-Use a venn diagram to compare two characters in the same book (use the five ways we learn about a character)
-Use a venn diagram to compare two characters from different books
-Character Types: round, flat, static, dynamic, protagonist, antagonist, foil